ERIC Number: EJ1326538
Record Type: Journal
Publication Date: 2022-Feb
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
EISSN: N/A
A Textbook Analysis to Uncover the Hidden Contributors of Science and Mathematics
Chacón-Díaz, Lucía B.
Science & Education, v31 n1 p193-211 Feb 2022
Science and mathematics are universal endeavors. However, the historical perspective of science and mathematics has been westernized across the curriculum in the USA. There is a limited number of textbook analyses centered on exploring the representation of science and mathematics under a historical standpoint. This research seeks to discuss the dominated historical viewpoints presented in the textbooks and uncover the untold historical perspectives of science and mathematics contributors from non-western regions. A discourse analysis of eleven science and mathematics textbooks published over the course of 10 years was examined under an ethnocentric and cultural imperialistic lens with a focus on the hidden curriculum. The findings reflect that science and math textbooks continue to exhibit male Eurocentric representations. This research offers counter-hegemonic discourses in the history of science and mathematics not present in the analyzed textbooks with the purpose of diversifying the scientific and mathematic historical content knowledge. By offering teachers and students with diverse perspectives of the history of science and mathematics, the curriculum becomes enriched with accurate knowledge that serves and represents all learners.
Descriptors: Textbook Evaluation, Science Education, Mathematics Education, Science History, Discourse Analysis, Disproportionate Representation, Diversity
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A